• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.239-252
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• 2017

The purpose of this study is to examine metamodeling knowledge and its components, which means knowledge about model and modeling required for students and teachers for successful application of modeling in the field of science education based on research literature. For this, we analyzed and categorized major previous studies on modeling and modeling through research literature methods. Metamodeling knowledge aims to recognize models and modeling and is the most crucial element to create a scientific model in scientific modeling practice. The point of view of metamodeling knowledge proposed in this study is categorize nature of model, multiplicity of model, purpose of model, modeling process, and evaluation and revision of model. Students should be able to achieve more in-depth understanding through the awareness of the nature of the model. The development of metamodeling knowledge can facilitate students' science learning.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.127-140
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• 2020

This study investigated the influence of an explicit and reflective modeling instruction on the metamodeling knowledge of fourth-graders. Two fourth-grade classes in an elementary school in Seoul were selected and each class was assigned to an experimental group and a control group, respectively. The experimental group was engaged in explicit and reflective modeling instruction, whereas the control group was engaged in implicit modeling instruction. The two groups were surveyed before and after instruction on the basis of five metamodeling knowledge categories: definition, purpose, design/construction, changeability, and multiplicity. The experimental group showed positive changes in model's meaning, examples, purpose, changeability as well as multiplicity. In contrast, fewer students in the control group understood the meaning of the model and modeling. They also showed limited changes in their understandings with regards to the modeling instruction, and could not expand their understanding of the nature of model and modeling. The findings indicate that an explicit and reflective modeling instruction has positive influence on elementary students' metamodeling knowledge.

• Proceedings of the Korean Information Science Society Conference
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• 2000.10b
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• pp.499-501
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• 2000

음함수 곡면 모델의 대표적인 구조 요소인 메타볼은 다양한 형태의 곡면을 모델링하는데 뛰어난 성능을 갖는다[1]. 그러나 복잡한 형태의 물체는 곡면 뿐 아니라 평면적인 요소를 포함하기 때문에 메타볼만으로 부정형 물체를 모델링하는 데에는 많은 어려움이 따른다. 메타큐브는 메타볼의 장점을 수용하면서 적은 수의 데이터로 평면 형태의 물체가지 모델링할 수 있는 메타볼의 확장 형태로서, 두 개의 매개변수만으로 구에서 정육면체까지 자유로운 확장이 가능하다[2]. 본 논문은 메타큐브를 이용하여 볼륨 데이터로부터 3차원 물체를 자동 모델링하는 방법을 제안한다. 제안 방법은 볼륨 데이터의 형태에 기반하여 분할된 볼륨 트리를 이용하여 비교적 빠른 시간에 볼륨 데이터로부터 비슷한 형태의 3차원 물체를 재구성하는 메타큐브 집합을 추출한다. 다양한 볼륨데이타에 대한 실험 결과를 제시함으로써 제안 방법의 효용성을 증명한다.

• Journal of the Korean Chemical Society
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• v.67 no.1
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• pp.42-53
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• 2023

The purpose of this study is to obtain basic data for constructing a modeling practice program integrated with meta-modeling knowledge by analyzing the cognition level for each meta-modeling knowledge components through modeling practice in the context of the chemistry discipline content. A chemistry teacher conducted inquiry-based modeling practice including anomalous phenomena for 16 students in the second year of a science gifted school, and in order to analyze the cognition level for each of the three meta-modeling knowledge components such as model variability, model multiplicity, and modeling process, the inquiry notes recorded by the students and observation note recorded by the researcher were used for analysis. The recognition level was classified from 0 to 3 levels. As a result of the analysis, it was found that the cognition level of the modeling process was the highest and the cognition level of the multiplicity of the model was the lowest. The cause of the low recognitive level of model variability is closely related to students' perception of conceptual models as objective facts. The cause of the low cognitive level of model multiplicity has to do with the belief that there can only be one correct model for a given phenomenon. Students elaborated conceptual models using symbolic models such as chemical symbols, but lacked recognition of the importance of data interpretation affecting the entire modeling process. It is necessary to introduce preliminary activities that can explicitly guide the nature of the model, and guide the importance of data interpretation through specific examples. Training to consider and verify the acceptability of the proposed model from a different point of view than mine should be done through a modeling practice program.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.539-552
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• 2017

The purpose of this study is to investigate the trends of model and modeling-related research in science education from 1989 to 2016 in Korea. Eighty-five (85) models and modeling-related journal articles were extracted from the KCI-listed journals and analyzed according to the criteria such as participants, research fields, research design, methods, data collection and elements of metamodeling knowledge. According to research participants, three out of four (3/4) were studied for students and the rest were for teachers. More than half of the studies for students were conducted with middle and high school students. The research fields of models and modeling-related researches in science education were comprised of earth science, chemistry, biology science, physics and science course. With regards to research design, the highest type is qualitative research and followed by hybrid research and quantitative research. According to research methods, the most numerous researches that were analyzed was the effectiveness of program, which was a developed model and modeling-related research. The analysis from the elements of the metamodeling knowledge showed most of model and modeling-related research utilized for the change of scientific concept or understanding.

• School Mathematics
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• v.16 no.3
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• pp.409-444
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• 2014

There have been many discussions of teaching and learning mathematics through modeling activities in mathematics education research community. Although there has been some agreement regarding modeling activity as an alternative way to support mathematics teaching and learning, there is still no clear consensus on these issues. This paper reports a case study which aims to identify ways to design modeling tasks and instruction to foster meta-level learning, and investigate how modeling activities can facilitate meta-level learning. From the results of teaching experiment, this study examines the potential of modeling activities in mathematics teaching and learning.

• Journal of the Korean Chemical Society
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• v.68 no.5
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• pp.259-273
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• 2024

This study aimed to investigate changes in metamodeling recognition among chemistry teachers through a teacher educational program related to redox models and water electrolysis experiments. To this end, a science model education program was developed for 9 chemistry teachers and conducted over 10 lessons for a total of 40 hours. In addition, a pre- and post-survey was administered to determine teachers' metamodeling recognition in non-contextual and contextual situations. As a result of the study, through the science model education program, teachers showed educational effects in both non-contextual and contextual situations. In the case of non-contextual situations, the stages of scientific metamodeling knowledge development of chemistry teachers came out differently depending on the type of question. For example, the nature or purpose of the model, the modeling process, or the evaluation and improvement of the model improved from low to high, but there was no significant change because the perception of model change and diversity was already high in advance. In the case of contextual situations, the stage of scientific metamodeling knowledge development improved from objectivity to subjectivity in both the redox model theory class and the water electrolysis model experiment class. Therefore, through the 5E circular learning model-based education program, chemistry teachers' perception of metamodeling was clearly improved. However, the modeling activities of teachers in the water electrolysis model experiment class were different from the change in metamodeling perception. The types that teachers selected as additional experiments for modeling were analyzed in two ways. The first type is when they are interested in finding an ideal condition in which the ratio of hydrogen and oxygen gas is close to 2:1 through additional experiments. The second type is when additional experiments are designed with interest in why the experimental results are coming out like that. It was analyzed that the second type was the experiment necessary for modeling. In addition, modeling activities were analyzed into two types. The first was a type in which water molecules were directly decomposed in two electrodes to generate hydrogen and oxygen gas. This type was the case of regression to the textbook model regardless of the experimental results, and 6 chemistry teachers out of 8 were analyzed as this type. The second type was the type in which water reacted at the (+) electrode to generate other substances, and hydrogen ions reacted at the (-) electrode to generate hydrogen gas. Teachers who performed these modeling activities corresponded to the second type in additional experiments, and 2 chemistry teachers out of 8 corresponded to this. Therefore, it is necessary to provide an experience of activities corresponding to the second type of experiment and modeling through an educational program that provides an experience of directly modeling through experiments in order to develop modeling capabilities, unlike the development of metamodeling knowledge.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.403-419
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• 2004

The perspective on this study assumes that the mathematical modeling activity provides students with the environment which promotes metacognitive thinking. The purposes of this paper are to investigate metacognitive thinking on the mathematical modeling with the result of case study. The study revealed that development of students' model was accompanied with the control and monitoring of modeling activities. Also students refined the model by self-assessment and peer-assessment in small group modeling activities and developed generalizable model.

• Journal of KIISE:Computer Systems and Theory
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• v.27 no.4
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• pp.353-361
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• 2000

In Computer Graphics, to select the element for modeling is very important in aspect of real-time processing of photorealistic images. Especially in modeling of informal objects, the criteria of choice are such as the minimum number of data, the easy rendering technique, and the expansibility. The metaball model which is one of the methods for modeling the implicit surface is excellent in modeling the complicated surface with a few data. However, a greater number of data are required for modeling objects that consist of planar surfaces with metaballs than with polygons. In this paper, we propose the new skeletal element, metacube which has the merits of metaball and improves the modeling ability of informal objects containing planar surfaces. A metacube has two parameters to change freely its shape from the cube to the sphere and can easily do the modeling of objects with curved surfaces and plane surfaces.

• KIPS Transactions on Software and Data Engineering
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• v.2 no.4
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• pp.227-238
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• 2013

The business based existing BPMN model is a lack of service oriented modeling techniques. Therefore, it requires a layered technique of service oriented business modeling so that can meet the design for a complex application system, developing a system based on SOA. In order to enhance reusability and modularity of BPMN business model, this paper proposes a metamodel and business modeling process based on this metamodel that can hierarchically build a BPMN model. Towards this end, the XL-BPMN metamodel hierarchically established based on MDA and MVS styles are first defined. Then a BPMN service modeling process is constructed based on modeling elements of this metamodel according to the modeling phases. Finally, the result of a case study in which the proposed method is applied to an online shopping mall system is discussed. With the use of well-defined metamodel and modeling process, it is hoped that it can be shown that a service dominated and layered BPMN business model can be established, and that the modularity and reusability of the constructed BPMN business model can be maximized.